Perilous Pedagogy: Teaching Gender and Politics of the Middle East and North Africa
Teaching gender politics has been an increasingly contentious topic in established democracies, with instructors encountering a myriad of pedagogical, institutional, and ideological challenges (Butler 2021; Evans 2019).1 Challenges to teaching gender politics are exacerbated in nondemocratic context...
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| Veröffentlicht in: | Politics & gender 2023-03, Vol.19 (1), p.272-277 |
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| creator | Allam, Nermin Shalaby, Marwa Ahmed Zaki, Hind |
| description | Teaching gender politics has been an increasingly contentious topic in established democracies, with instructors encountering a myriad of pedagogical, institutional, and ideological challenges (Butler 2021; Evans 2019).1 Challenges to teaching gender politics are exacerbated in nondemocratic contexts, where academic institutions operate under close regime scrutiny and surveillance, and where patterns of autocratic power structures are prevalent in society and often reproduced in the classroom. While extant studies have shed important light on some of the trends and issues associated with teaching gender politics in established democracies (Bayes 2012; Han and Heldman 2019; Lyle-Gonga 2013), our knowledge remains limited when it comes to teaching gender and politics of the Middle East and North Africa (MENA) in Western institutions as well as within the MENA region. Understanding these challenges is particularly relevant given that the MENA region is diverse and has long been “othered,” “racialized,” and “orientalized” in Western discourse (Ahmed 1992; Said 1978), with direct implications for teaching gender and politics of the Middle East in local academic institutions as well as in the West. |
| doi_str_mv | 10.1017/S1743923X22000186 |
| format | Article |
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While extant studies have shed important light on some of the trends and issues associated with teaching gender politics in established democracies (Bayes 2012; Han and Heldman 2019; Lyle-Gonga 2013), our knowledge remains limited when it comes to teaching gender and politics of the Middle East and North Africa (MENA) in Western institutions as well as within the MENA region. Understanding these challenges is particularly relevant given that the MENA region is diverse and has long been “othered,” “racialized,” and “orientalized” in Western discourse (Ahmed 1992; Said 1978), with direct implications for teaching gender and politics of the Middle East in local academic institutions as well as in the West.</description><identifier>ISSN: 1743-923X</identifier><identifier>EISSN: 1743-9248</identifier><identifier>DOI: 10.1017/S1743923X22000186</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Autocracy ; Classrooms ; Colleges & universities ; Critical Perspectives Introduction ; Critical Perspectives on Teaching Gender and Politics of the MENA ; Departments ; Essays ; Feminism ; Gender ; Gender relations ; Gender studies ; Institutionalization ; Knowledge ; Patriarchy ; Pedagogy ; Political activism ; Political science ; Politics ; Regions ; Scrutiny ; Students ; Surveillance ; Teaching</subject><ispartof>Politics & gender, 2023-03, Vol.19 (1), p.272-277</ispartof><rights>The Author(s), 2023. 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| subjects | Autocracy Classrooms Colleges & universities Critical Perspectives Introduction Critical Perspectives on Teaching Gender and Politics of the MENA Departments Essays Feminism Gender Gender relations Gender studies Institutionalization Knowledge Patriarchy Pedagogy Political activism Political science Politics Regions Scrutiny Students Surveillance Teaching |
| title | Perilous Pedagogy: Teaching Gender and Politics of the Middle East and North Africa |
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